THEME 3: DPT’S WORKING LIFE CONNECTION

As previously indicated in the current thesis (see chapter 2.2, page 8), working life connection is an essential component in the AMK education. According to the stakeholder relationship (see chapter 3.4.1, pages 22-23) working life expects competent staff and trainees, as well as research and development projects. It can be assumed that such prospects could be fulfilled by increasing the collaboration of the education and the industry. In this part of the questionnaire representatives were questioned about their potential interest towards collaboration with the DPT. It was stressed that the response was not binding. It can be assumed that such emphasis liberated the responder to answer according to potential genuine interest, not having to ponder whether collaboration is currently possible to realize. The goal was to merely discover whether there is interest towards collaboration with the DPT among the labor market representatives, for future reference to the developers of the new curriculum. The figure on page 70 indicates the cooperation interest of the labor market representatives with the DPT (figure 13).

FIGURE 13. Willingness to cooperate with DPT

To the representatives indicating a positive response to the latter, additional question was imposed querying the type of collaboration they were interested in. A list of 5 options was given: practical trainings, company visits, development projects, 2 week field studies and thesis. In addition, a possibility for an open response was given for collaboration interest, additional to the ones already stated. The options were based on what TAMK and DPT indicates the studies to include. Moreover, they were based on the external stakeholders’

expectations and what the students indicated to have interest towards, as well as the theory of LbD model.

The current thesis explores whether possibilities for partial adaptation of the LbD model is possible. The theory of the LbD model states that in order for the equation to be fulfilled the following elements are required: authenticity, partnership, experience, creativity and research ( Pedagoginen strategia 2007, 6). Thus, the responses of the question regarding cooperation interest with the DPT indicate that one of the elements, partnership, would be likely to be achieved with the DPT and industry. Subsequently, the development project option was added to determine whether additional element of the LbD equation could be gained with the industry; research. The amount of positive answers received per cooperation options is illustrated in the figure on page 71 (figure 14).

86 % 14 %

Willingness to cooperate with DPT

yes no

FIGURE 14. Positive answers per cooperation option.

The respondents were most interested in having cooperation in the form of commissioning theses, as well as development projects, company visits and practical trainings (see figure 14 above). Thus it can be concluded that responses indicate the potential and interest for increasing cooperation between DPT and working life, from both internal and external stakeholders’ perspective.

In addition, the responses indicate that the elements of authenticity and research of the LbD model could be achieved with increased cooperation with the working life, partly completing the required elements to implement the LbD model. Authenticity is acquired from practical real-working life related projects and research from the approach implemented with the projects. One of the remaining elements, creativity, is achieved from the new knowledge and competence and new ways of working potentially produced implementing such model, thus leaving only experience from the equation. Experience refers to sharing competence and knowledge between students, teachers and industry representatives and taking part in the learning process. (Raij 2005, 27.) It can be assumed that the remaining element could be achieved in practice by creating concrete possibilities where DPT students meet the industry, for example workshops, labs and seminars, thus enabling the adaptation of the competence development of the LbD theory.

0 1 2 3 4

practical…

company…

development…

field…

thesis

3 3 3 1

4

Positive answers per cooperation option

Positive answers per cooperation option

Continuing to the next question, the representatives indicating a positive response to the option of practical training and 2 week field studies, additional question was imposed. First, the interviewees were however pointed out that DPT class includes foreign students, whose Finnish skills are not developed yet. This statement was included even though in the accompanying letter and throughout the questionnaire DPT was depicted as an English-taught degree programme. In was presumed that such aspect was perhaps still not considered. Then, they were asked whether they would be willing to collaborate with such students. Practical training placements can be hard to come by, as the empirical study of the internal stakeholders revealed. For foreign students, it is yet problematical due to language barriers. But yet, practical training is a vital component contributing towards the professional growth of the students.

Additional response option was added for representatives indicating a negative answer, hence giving a possibility to elaborate the answer.

All of the respondents expressing interest towards taking on interns or student conducting field studies indicated that they would be willing to employ such foreign students. However, one of the respondents emphasized the importance of such student bringing additional value for the given company. The respondent gave an example about personal experience working with a Russian trainee whose Russian knowledge had a major contribution to the business operations. Such results are interesting in the light of the responses of the internal stakeholders, who expressed difficulties finding training placements.

It can be concluded however, that assistance and increased cooperation between DPT and working life would enhance the possibility of foreign students and Finnish students alike, to acquire a good practical training placements.

The last question dealt with the impression of the regarded value of the degree in working life. DPT degree in this context is considered as formal competence, as the respondents were questioned about their perspectives on the value of the degree as an educational achievement (Ellström 1998, according to Koski 2001, 11).In addition to formal competence, the international aspect of the DPT is considered regarding the responses.

Representatives were asked to scale to which extent they agreed with the statement placed: degree acquired from the DPT is considered valuable when

applying for a job. In order to give more value to the responses, same statement was included about the Finnish language DPT. The stakeholder relationship (see figure 3, pages 22-23) states, that internationalization is one of the expectations of the labor market representatives. English-taught degree programmes are perhaps the most representative products of internationalization in higher education. Thus, the last question provided interesting examples of perceptions on such internationalization. The answers show how the respondents related to the given statement. Figure below depicts how many answers each rating options received (figure 15).

FIGURE 15. Value of the degrees in the labor market

The answers show that the respondents did not have any distinctions between the perceived values of the two degrees as formal competence (see figure 15).

The respondents were not aware of any difference between the two degrees, besides that in the DPT the studies are conducted in English and the group is international. Thus, it can be concluded that merely the language and international aspect does not increase the perception of the value of the degree.

Differentiation should be achieved with other aspects in the DPT studies.

Nonetheless, it can be assumed that increased marketing and cooperation with the industry would elevate the profile of the DPT in the labor market.

0 2 4 6

strongly agree agree to some extent neither agree nor … disagree to some extent

strongly disagree

6 1

Value of the degrees in the labor market

Finnish language degree is valued in working life DPT is valued in working life